Show simple item record

STORIES OF AGENCY: DO GRADUATE STUDENTS PERCEIVE THEMSELVES AS PART OF THE MATHEMATICAL COMMUNITY?

dc.contributor.authorShultz, Mollee
dc.contributor.authorHerbst, Patricio
dc.date.accessioned2018-04-10T15:49:55Z
dc.date.available2018-04-10T15:49:55Z
dc.date.issued2017-10-08
dc.identifier.citationShultz, M. & Herbst, P. (2017, October). Stories of agency: Do graduate students perceive themselves as part of the mathematical community? In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1250-1253). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/143004
dc.descriptionBrief Research Reporten_US
dc.description.abstractGraduate student teaching assistants (GTAs) are responsible for the instruction of undergraduate students in critical introductory courses, but are not yet in the position of professors. Given their unique status, we ask if there are differences in how graduate students and professors express their agency when speaking about their responsibilities and how graduate students position themselves as members of the community of mathematicians. We use tools from systemic functional linguistics (Halliday, 1994) to analyze 16 interviews with graduate students and professors from research I universities. We found important differences in how graduate students and professors perceive their agency, and agency varies according to whether it concerns disciplinary or institutional responsibilities. Future research can investigate how to create more opportunities for developing the agency of GTAs in institutional decisions.en_US
dc.language.isoen_USen_US
dc.publisherHoosier Association of Mathematics Teacher Educators.en_US
dc.subjectPost-Secondary Education; Affect, Emotion, Beliefs, and Attitudes, Practical rationalityen_US
dc.subjectmathematics educationen_US
dc.titleSTORIES OF AGENCY: DO GRADUATE STUDENTS PERCEIVE THEMSELVES AS PART OF THE MATHEMATICAL COMMUNITY?en_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/143004/1/ShultzHerbstPMENA17.pdf
dc.identifier.sourceProceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.en_US
dc.description.mapping76en_US
dc.identifier.orcid0000-0002-2335-6830en_US
dc.description.filedescriptionDescription of ShultzHerbstPMENA17.pdf : Main Article
dc.identifier.name-orcidHerbst, Patricio; 0000-0002-2335-6830en_US
dc.owningcollnameEducation, School of


Files in this item

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.